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Moral criticism of art in the concept of Noël Carroll and Berys Gaut
Davidová, Sára ; Stejskal, Jakub (advisor) ; Kubalík, Štěpán (referee)
In this thesis I focus on the moral criticism of art in the conception of two american aestheticians, who came to the conclusion that it is a legitimate approach in the evaluation of art. Namely, I address the conception of Noël Carroll and his concept of moderate moralism and the conception of Berys Gaut and his concept of ethicism. I present these against the background of other approaches with which it is possible to evaluate a work of art. Moral criticism is explained through the relation of aesthetic and moral values, and the relationship of art and its reception. The work focuses on the views of Carroll and Gaut on cognitive gain from art and how it is connected with considerations of morality.
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Moral Responsibility of Art
Bolková, Anežka ; Stejskal, Jakub (advisor) ; Hlobil, Tomáš (referee)
In my work I survey the debate about the legitimacy of moral criticism of art, which has developed in the 1990s in the field of analytic aesthetics. In three sections, I examine three basic positions in the debate - autonomism, moralism and immoralism - which, each in its own way, answer the basic question that motivates the whole debate, namely: what is the influence of the moral value of the work on its aesthetic or artistic value. I point out that the concepts of aesthetic and artistic values are not properly defined, which is the reason why the proponents of the various positions not only cannot come to an agreement, but they also cannot agree on the point of their disagreement.
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Moral criticism of art in the concept of Noël Carroll and Berys Gaut
Davidová, Sára ; Stejskal, Jakub (advisor) ; Kubalík, Štěpán (referee)
In this thesis I focus on the moral criticism of art in the conception of two american aestheticians, who came to the conclusion that it is a legitimate approach in the evaluation of art. Namely, I address the conception of Noël Carroll and his concept of moderate moralism and the conception of Berys Gaut and his concept of ethicism. I present these against the background of other approaches with which it is possible to evaluate a work of art. Moral criticism is explained through the relation of aesthetic and moral values, and the relationship of art and its reception. The work focuses on the views of Carroll and Gaut on cognitive gain from art and how it is connected with considerations of morality.
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Preference of values of girls in educational institute in Jindřichův Hradec
JINDROVÁ, Martina
This work aims at clarifying the value system of teenage girls that are living in educational institute. In the first, theoretical part of the work we presented the historical development of the term value and its relationship to behaviour. The value as a specific form of behaviour we further clarify thanks to terms morality, norm, habit and moral conscience. This analysis enabled us to stress the importance of the term value for pedagogy which is striving to teach girls the consensus of society. Furthermore, we tried to give a definition of teenagers who are one of the most endangered people in terms of behavioural problems. Finally, we clarified the term of educational institute. In the practical part of work we analysed the conversations that we had conducted with teenage girls and pedagogic workers from educational institute on matter of values. Here we looked into the concrete values such as health, family, work, money etc. This conversation showed that girls express the understanding of required values but according to the pedagogic workers they are not actually action according to these values. Thanks to these conversations we discovered a gap between the accepted systems of values and actually formed moral consciousness of girls.
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The Salesian Preventive System and Scouting
MUSIL, Jan
The thesis compares two educational systems: the Salesian preventive system of John Bosco and Scouting. It presents the personality of the founders, than characterizes the recipients, mission, principles, aims, methods and tools of these educational systems. This comparison focuses on the moral values, virtues and value attitudes advenced by the systems. The thesis looks for elements which the two education systems sharediffer in and attempts to highlight those elements which could be mutually inspirative in the pursuit of the ideal of integral education of a young person.
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